Course

Music Crossing Borders 1 (EIS120)

This study unit will focus on how music is encountered by most people, and the roles it plays in their lives and communities. Through their own music making and literature, students will learn the fundamentals of music while exploring the social and cultural settings of different musical traditions.

 

The areas of music making, dancing, active listening, and composing are approached through practical work with music from different cultures and through discussions related to multicultural understanding. The language of instruction is English.


Dette er emnebeskrivelsen for studieåret 2014-2015. Merk at det kan komme endringer.

See course description and exam/assesment information for this semester (2024-2025)

Semesters

Fakta

Emnekode

EIS120

Vekting (stp)

6

Semester undervisningsstart

Spring

Undervisningsspråk

English

Antall semestre

4

Vurderingssemester

Spring

Timeplan

Vis timeplan

Content

Practical subjects will include:

  • vocal activities
  • body, dance and movement
  • introduction to Orff instruments, African drums African drums and other relevant instruments
  • active listening
  • music performance and communication
  • educational methods in relation to music practice
  • children¿s music in different cultures

 

Theoretical subjects will include:

  • music education ¿ musically educated
  • music, identity and communication
  • music education in different countries
  • music, emotion and everyday life
  • music psychology ¿ music experience

Learning outcome

After finishing this module the student will:

  • be able to teach by taking music as their point of departure
  • be able to use music and dance from different cultures, traditions and nations in their teaching
  • have acquired qualifications in music education with children from various cultures and traditions
  • be able to present music and dance from their own cultural background
  • be able to use musical material from different cultures in a creative way, to adapt to different groups of students
  • have acquired a better understanding of their own identity and cultural background

Forkunnskapskrav

Ingen

Exam

Form of assessment Weight Duration Marks Aid Exam system Withdrawal deadline Exam date
Papers and presentations 1/1 Letter grades — — —


Final assessment consists of

  • the two individual papers (50%)
  • a final group project (50%) which can be in the form of a musical performance or the development of a pedagogical music program. The students will be evaluated individually.

 

Each candidate is assessed on a scale from A-F, where A-E denotes pass and F denotes fail.

All classes are mandatory. In addition to this

  • the candidate shall have carried out at least one individual presentation
  • an individual paper (1000 words) related to music and identity
  • as part of a group, the candidate shall have developed and presented one musical performance within a defined pedagogical context
  • an individual paper (1000 words) with personal and theoretical reflection related to the work in class and the related literature

Fagperson(er)

Course coordinator:

Merethe Rage Aasvold

Study Adviser:

Madli Dagestad

Method of work

The teaching will be held as lectures, demonstrations, individual and ensemble singing/playing of instruments, seminars, tutorials and practical workshops.

Åpent for

Pre-School Teacher - Bachelor's Degree Programme
Exchange Students at Faculty of Arts and Education
Exchange Students at Faculty of Arts and Education

Litteratur

DeNora, Tia (2001): Aesthetic agency and musical practice: New directions in the sociology of music and emotion. In: Juslin, Patrik & John Sloboda (red.): Music and emotion: Theory and research. Oxford: Oxford University Press. (161-180).

Folkestad, Göran (2004): National identity and music. In: Musical Identities.  Oxford: Oxford University Press. (151-162)

Green, Lucy (2008): What is it to be musically educated? In: How Popular Musicians Learn. A Way Ahead for Music Education. Aldeshot, UK: Ashgate.(1-8)

Hallam, Susan (2006): Introduction. Music Psychology in Education. Newcastle: Bedford.(1-10)

 Maagerø, E & Simonsen, B. (2008: Norway ¿ Music and Musical Life. In: Norway, Society and Culture. Kristiansand: Portal forlag.

Ruud, Even (1998): Music and Identity. In: Music therapy: improvisation, communication, and culture, selected chapters Gilsum: Barcelona Publ. (31-47)

 

The literature is gathered in a READER (compendium), available on campus.

Musical material will be handed out during the course.

Kontakt

Course coordinator:

Merethe Rage Aasvold

Study Adviser:

Madli Dagestad

Tilbys av

Faculty of Arts and Education

Department of Early Childhood Education

The course description is retrieved from FS (Felles studentsystem). Version 2